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(Ne)viditeľní: transrodové deti na základných a stredných školách

Author(s): Soňa Lutherová G. / Language(s): Slovak Issue: 3/2016

The process of gender identity development in children and youth affects their daily life. With their very existence, transgender children confront the common notions of the majority about “right” boys and girls. There is a persistent pressure in different areas of social life and at schools they visit on preserving the cisnormative way of life. The study is based on a year-long research of transgender children and youth at elementary and secondary schools in Slovakia, with the support of the civic association TransFúzia. The research material consists of in-depth interviews with ten children and young people and interviews with the representatives and teachers from three selected secondary schools. The research results suggest that the self-realization of children in a school environment is influenced by various limits and barriers. These, however, arise not only from the official systemic framework for teaching and the education process in Slovakia, but also from individual notions and approaches by school authorities. The personal stories of seeking their own“self” of transgender children and youth therefore develop in different contexts and under different conditions. They present not only the specific situation of the members of this special minority, but create the image of the daily life of children and youth in a school environment.

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A roughly mapped terra incognita: Image of the child in adult-oriented media contents

Author(s): Nada Korać,Jelena Vranješević / Language(s): English Issue: 4/2003

The study analyzes the image of the child in the media contents intended for adult audiences in Serbia, considering the importance of the role media play in shaping public opinion on children, as well as the influence of such public opinion on adults' attitudes, decisions and actions concerning children. The study focuses on visibility and portrayal of children in the media, in order to determine to what extent children are present in them, and in what way. Relevant data were collected for three media - press, radio and television - mostly covering the entire territory of Serbia, over two consecutive months (April – May 2001). Content analysis revealed that children are not only underrepresented, but also misrepresented, in Serbian media.

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Cultural influence on aims of inclusion of mothers in pre-school children's play

Author(s): Ivana Lisul-Mihić,Nila Kapor-Stanulović / Language(s): English Issue: 1-2/2002

Child is introduced with the contents of culture at first through numerous influences culture has on family life, especially on defining parenting roles. Patriarchal culture, still strong in Yugoslavia, is full of norms that clearly define roles of elders and men, and excellently demarcates differences between father’s and mother’s role in bringing up their children, defined by the level of responsibility attached to parents in upbringing and educating a child. Research conducted in Novi Sad, Yugoslavia in January 2002, with the primary aim of diagnosing differences in frequency and quality of parent-preschool children play concerning many relevant correlates, most important of which is the sex of the parent. Data show high distinctive quality difference in types and approaches to play in regard of the parent in question. Differences show that patriarchal culture’s influence is still very strong. The results show that mothers are burdened with the higher level of responsibility, inevitably leading to higher parenting stress. The level of parenting stress can then influence the quality of meeting the requests put to parents, as well as raising level of general anxiety in all the activities concerning the child, therefore the play itself as well.

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Spouses’ fit and marriage satisfaction in late adulthood

Author(s): Paweł Brudek,Tomasz Korulczyk,Natalia Korulczyk / Language(s): English Issue: 1/2018

Although marital satisfaction is intensively explored in the psychological literature at present, there are few papers strictly focused on spouse fit in late adulthood. The aim of the present study was to determine whether spouses’ personality fit and values fit are associated with marital satisfaction. To test this, we examined 60 Polish married couples (120 participants) aged 60-75. We used the following measures: NEO-PI-R (as adapted by J. Siuta), Scheler Values Scale (P. Brzozowski), and the Well-Matched Marriage Questionnaire (Plopa & Rostowski). Due to the nonindependence of dyads, data was analyzed in the single-level paradigm, and the level of fit was estimated by Gower Agreement Index (J. C. Gower). The results yielded by SEM path analysis indicate that spouses’ personality fit is associated with the satisfaction of both spouses, while spouses’ values fit, under-stood objectively in accordance with Scheler’s theory, is not related to their satisfaction. The findings may be useful in psychological practice such as marriage counselling and marital therapy.

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A new form of friendship among young adults in Poland: Identification of the friends with benefits phenomenon

Author(s): Tomasz Prusiński / Language(s): English Issue: 1/2018

Close friendship is one of the most fundamental issues in psychology. It is a universal relationship in terms of which it is possible to describe every human being, since every individual engages in it. The quality of close friendship relationships is one of the essential conditions of mental health. A close friendship generates space in which to fulfill the most fundamental human needs. The aim of this empirical study was to identify a new form of close interpersonal relationship, called “friend with benefits” and defined as friends having sexual relations. The results of the empirical study allow us to explore this phenomenon, discuss differences in the quality and intensity of the friends with benefits relationship between men and women, and draw some important conclusions.

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Osobenosti rasta i razvoja djece uzrasta od sedam do jedanaest godina s područja Tuzle

Author(s): Marta Filipović / Language(s): Croatian Issue: 4/2007

Tijek promjena koje karakteriziraju život mladoga ljudskog bića obilježen je složenim procesima koji definiraju rast i razvoj. Promjenu forme prati specijaliziranje i diferenciranje stanica u različite funkcionalne jedinice koje zajedno s oblikom neprestano doživljavaju promjene, ali uvijek s težnjom uspostavljanja sveopće ravnoteže. Općenito, svaki “mladi život” obilježen je konstantnim mijenjanjem koje se u jednom trenutku može učiniti manje ili više izraženim, ali zasigurno je ta promjenljivost forme i funkcije, od začeća do odrasle dobi, naročito burna (Kulušić, 1995).

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Związek poziomu rozwoju zabawy w udawanie z nasileniem symptomów autyzmu u dzieci z ASD w wieku przedszkolnym i młodszym szkolnym

Author(s): Karolina Krzysztofik,Katarzyna Mariańczyk / Language(s): Polish Issue: 3/2018

Pretending in play is the foundation for the further development of a young child, and the deficit in the development of this skill results in his difficulties in making peer relationships. Such a difficulty is a key characteristic of the functioning of children with autism spectrum disorders (ASD). Researchers also notice a significantly reduced level of development of the ability to pretend in play and its relationship with the severity of autism symptoms. However, there is a lack of precise description in the literature of which autism symptoms this relationship applies to.In order to establish the relationships between: the level of development of the ability to pretend play and the autism syndrome severity, there was conducted studies in a group of 38 children with ASD, between 4.0 and 9.3 years of age. The following tools were used: Autism Syndrome Severity Scale (Krzysztofik, Otrębski, 2016) and the Pretend play – third part of SToMM (Krzysztofik, 2016). Obtained results indicating the existence of relationships between the level of development of the ability to pretend play and the severity of autism syndrome (especially deficits in social interactions and communication), have some implications for the rehabilitation of people with ASD.

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Okul Öncesi Eğitim Programında Yer Alan Motor Gelişim Kazanımlarının Çizgi Filmlerdeki Sunumu

Author(s): Aylin Arslan,Ekrem Ziya Duman / Language(s): Turkish Issue: 6/2018

In the current study, it was aimed to compare the cartoons named “Pepee, Kuzucuk and Elif’in Düşleri” in the category of 3-5 age programs by TRT Child Channel in terms of content. In this sense, the purpose of the study was to determine comparatively whether these three educative programs bear gains with regard to motor development taking place in preschool education program and in which frequency they are presented. In order to determine motor development gains and the frequency of them in these cartoons, content analysis, one of the qualitative research methods, was used. Depending on the results obtained through content analysis method, motor development gains taking place in the preschool education program was mostly determined in the cartoon Pepee, while the least one was found in the cartoon Elif’in Düşleri. It was also found that the motor development motions were mostly presented through the motions that require small muscle use and that the motor development motions were presented at the least through the motions accompanied by music and rhythm in the aforementioned cartoons.

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Doprinos fonološke i sintaksičke svesnosti u početnom čitanju

Author(s): Gordana Čolić,Mile Vuković / Language(s): Serbian Issue: 1/2018

The purpose of this research is to identify the relations between some of the pre reading abilities as predictor variables and reading success as acrierionvariableinfirst gradeprimary school pupils. The sample consisted of 200 respondents. The research was conducted in two phases. In Phase I, pre-school children were tested. The ELLA test was applied and it enabled the assessment of phonological awareness, memory, verbal fluency, fast naming and deciphering. Additionally, syntactic awareness was assessed by using the List of experimental tasks for evaluating knowledge on syntax. In Phase II, the reading abilities were assessed by applying the Three-Dimensional Reading Test on the same group of respondents who had been tested at their pre school age;at the time of the reading test they were finalising the first grade of primaryschool. To establish the predictor variable of pre-reading abilities, Multiple Regression Analysis and Hierarchical Regression Analysis were conducted. The results indicate that phonological and syntactic awareness are significant predictors of early reading, whereas the phonological awareness has a stronger predicative value. However, we consider that the established importance of syntactic awareness in early reading is an important finding of our research, having in mind that syntactic awareness is more important for later reading stages.

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Fonoholizm zagrożeniem dla rozwoju dzieci i młodzieży

Author(s): Magdalena Barabas / Language(s): Polish Issue: 2/2018

Due to intensive advancement of modern Information and Communication Technologies, easily accessible and highly various, it is more and more difficult nowadays to find an area of human life not bearing any sign of impact of digital media, in particular means of communication, such as the Internet or mobile telephony. The mobile phone is an essential tool used by persons of any age, including the youngest children. There is no doubt about the benefits of possessing and using a mobile phone. It is, however, vitally important to take into consideration the threats resulting from mobile phone misuse, especially among children and adolescents. This article is an attempt to demonstrate the consequences of mobile phone misuse (mobile phone dependence) by children and adolescents.

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Prokrastynacja i cechy osobowości u polskiej młodzieży w Austrii – wstępne doniesienie z badań

Author(s): Sara Filipiak / Language(s): Polish Issue: 3/2018

The article is a preliminary report on the research on personality traits and the tendency to procrastinate the Polish nationality adolescents living and learning in Austria. 106 people aged from 12 to 18 were examined. The results obtained in the group of younger adolescents aged 12 to 14 years (N = 54) and in the group of students in late adolescence aged 15 to 18 years (N = 52) were compared. The results indicate significant differences between the analyzed groups in behavioral procrastination. Older students significantly more often postpone daily tasks due to a lack of faith in their own abilities or negative beliefs about their own competences. It was also revealed that older students manifest significantly higher emotional stability and openness to experience. Younger students, in turn, exhibit a significantly higher level of conscientiousness.

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Emocionalna inteligencija darovitih učenika

Author(s): Milena M. Letić Lungulov / Language(s): Serbian Issue: 2/2017

Starting from the modern understanding of giftedness as a domain-specific quality, which is not reflected only in the development of certain types of abilities, but also in various combinations of non-intellectual characteristics, an empirical study was conducted and aimed to complete the knowledge of the emotional sphere of gifted students in different domains. The aim of the research is to determine the distinctive characteristics of students gifted at music, art, sports and mathematics within the following aspects of emotional intelligence: self-awareness, self-regulation, social awareness and relationship management. A scale of emotional competences had been constructed for the needs of this research and was applied on a sample of 473 respondents, who attend specialized high schools for gifted students from Novi Sad, Belgrade and Kraljevo. After examining the differences between the four groups of subjects, two distinctive features were found in a set of specific aspects of emotional intelligence, which are self-regulation and self-awareness. Self-regulation is most prominent among students gifted in sports and, accordingly, this group of respondents differs in a statistically significant way from the respondents gifted in art and mathematics. Such findings are explained by the specifics of given domains, i.e. by the fact that the domain of sport is characterized by a greater focus on external reality, while the domains of art and mathematics encourage introspectivity and an intrapsychic plan, causing differences in their emotional sphere. When it comes to self awareness, it was noticed that artistically gifted students differ significantly from the remaining three groups of respondents, and that this feature is least pronounced in them. It is most prominent with musicians, followed by athletes and mathematicians. These findings have been linked to previous studies of similar issues that have shown that artistically gifted students show much more problems in the aspect of social adaptation, most likely because wider society, and consequently the school system, are less valued in this domain, which probably has a negative effect on their self-esteem. On the other hand, the expression of this characteristic in musically gifted students clearly indicates that the high evaluation of one's own abilities is crucially important for mastering the domain of music. Overall, the results of the research indicate the importance of the domains of giftedness for the emergence of a specific constellation of the emotional competences that manifests itself within it. It is, therefore, concluded that the emotional functioning of gifted students can be accurately considered only if it is located within the frames of individual domains.

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Professional development of teacher-educators: inquiry based activities and reflective processes

Author(s): Orit Gilor,Gilada Avissar / Language(s): English Issue: 29/2017

The topics we discuss in this article are two-fold: professional development (PD) of teacher educators (TEs) and PD activities that are based on the principles of reflection and inquiry-based teaching and learning. The concept professional development is usually understood as a general term for all learning activities in which teachers or TEs participate in order to improve the quality of their teaching and it encompasses the growth, professionalization, and empowerment of teachers. Teacher educators are higher education academics employed in teacher training programs or institutions. The article presents professional development (PD) activities of teacher educators (TEs) that are based on the principles of inquiry-based learning and that emphasize reflective processes. The activities that will be analyzed and discussed are offered in a Higher Education Institute (HEI) of teacher training.

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Sześciolatek w szkole – bezpieczeństwo rozwoju oraz potrzeba wsparcia

Author(s): Katarzyna Stępień / Language(s): Polish Issue: 29/2017

Article moves questions related with evolution of six-years old child. Push puts on his safety development of personality. Proficiency at child in pre-school century differ which form and allow to take participation in process of education. Problem of school moves also and school classes as new places pupil must turn up intentional effect bring in which education. Teachers and parents turn out in this situation valuable unusually, because pupil can due to their assistance in school faster recovering.

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Creative teacher is a creative child – how a teacher’s professional performance influences children’s activity in a pre-school age. Theoretic and empirical approach

Author(s): Paulina Barańska / Language(s): English Issue: 29/2017

The article includes reflections on profession of teacher, especially preschool teacher and his/her role in the development of children’s activities. The main problem is the question: In what way the teacher influences the creative development of the child in the society of change? The profile of the teacher’s profession, his/her main role, tasks and functions were presented in the article. The methodology of the research, subject of study, aims, problems and hypotheses were thoroughly interpreted. In addition, the results of a survey conducted based on a questionnaire survey among teachers as well as interviews among parents of Non–public AQQ Kindergarten children were interpreted. The teacher’s documentation of professional development were also analyzed and observation of classes in kindergartens were conducted in age groups of 3–5 years. Detailed analysis of the research findings allowed to put forward relevant conclusion and confirmation of hypotheses. KEYWORDS: teacher, kindergarten, activity,The article includes reflections on profession of teacher, especially preschool teacher and his/her role in the development of children’s activities. The main problem is the question: In what way the teacher influences the creative development of the child in the society of change? The profile of the teacher’s profession, his/her main role, tasks and functions were presented in the article. The methodology of the research, subject of study, aims, problems and hypotheses were thoroughly interpreted. In addition, the results of a survey conducted based on a questionnaire survey among teachers as well as interviews among parents of Non–public AQQ Kindergarten children were interpreted. The teacher’s documentation of professional development were also analyzed and observation of classes in kindergartens were conducted in age groups of 3–5 years. Detailed analysis of the research findings allowed to put forward relevant conclusion and confirmation of hypotheses. The article includes reflections on profession of teacher, especially preschool teacher and his/her role in the development of children’s activities. The main problem is the question: In what way the teacher influences the creative development of the child in the society of change? The profile of the teacher’s profession, his/her main role, tasks and functions were presented in the article. The methodology of the research, subject of study, aims, problems and hypotheses were thoroughly interpreted. In addition, the results of a survey conducted based on a questionnaire survey among teachers as well as interviews among parents of Non–public AQQ Kindergarten children were interpreted. The teacher’s documentation of professional development were also analyzed and observation of classes in kindergartens were conducted in age groups of 3–5 years. Detailed analysis of the research findings allowed to put forward relevant conclusion and confirmation of hypotheses.

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Znaczenie rodziny w rozwoju osobowości dziecka

Author(s): Kinga Turek,Joanna Sądel / Language(s): Polish Issue: 30/2017

This article is a short introduction to a topic of child development as a process of constant changes and transformations. Personality development by being a crucial component of psychological growth is an important element in the process of a child evolution. Growing child experience many different things like contact with family and nearest surrounding, evolution of consciousness and self-awareness. It results in more and more complex needs and ambitions.All of these is strictly connected to child’s family environment. This article has a theoretical character. It shows an enormous role of a family in child’s growth process. It also showcases that character of a bond between parents and children results in a child preparation to an adult life.

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MATEMATIČKA ANKSIOZNOST I POSTIGNUĆE NA RANOM OSNOVNOŠKOLSKOM UZRASTU: ULOGA UKLJUČENOSTI RODITELJA U PODUČAVANJE

Author(s): Ilija Milovanović / Language(s): Serbian Issue: 1/2018

Parental involvement in child education is one of the most important factors in children’s mathematical success and math anxiety. Different characteristics of parents show various contributions to the manifestation of these phenomena. In addition, it seems that there are specific gender differences in contributions, so that characteristics of mothers and fathers must be considered separately. The goal of this research was to examine the contribution of various forms of parental role in children’s mathematical anxiety and mathematical achievement. The sample consisted of 176 early elementary school pupils (52.3% boys), from the territory of Serbia (average age 9.26 years), and both parents of each child. Modified abbreviated math anxiety scale (mAMAS), with learning anxiety and evaluation anxiety as its subscales, as well as Parental involvement scale (PI) were applied. PI is operationalized through four factors: Positive experience, Helping, Expectations, and Perceived Difficulties. Math achievement is operationalized as the average of final school marks in mathematics (the half-term mark and the previous school year’s final mark). The results indicate a significant negative contribution of the mother's and father's perceived difficulties to the mathematical achievement of the child, as well as negative contributions of the mother's positive experiences to math learning and evaluation anxiety. The father's expectations negatively contribute only to the child's anxiety in the area of evaluating. The results of this research provide confirmation of the findings of previous research, but also useful practical implications in the context of parent-child interaction and parental involvement in child education. It seems that the characteristics of the mother and father contribute differently to the manifestation of the child's mathematical anxiety and mathematical achievement. These results can help parents educate themselves in relation to typical patterns of association of their characteristics and educational outcomes of their child, with particular emphasis on those behaviors that contribute to maladaptive learning behaviors, poorer mathematical achievement and more expressed mathematical anxiety.

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The Effect of a Leisure Time Sport Activity in Developing Motor Skills of Young People

Author(s): Rodica Prodan / Language(s): English Issue: 10/2016

The research aimed to see how the family members’ involvement in the practice of leisure movement games (tennis) raises the children’s movement wish and psychomotor skills: coordination, balance, rhythm, precision of movement. In conducting this research were used the survey method, the observation method, the measurement evaluation method and the statistical-mathematical method. Data was collected during 10 months from 76 children, aged from 10 to 13 years (±3 months) and enrolled in a leisure movement game program. Descriptive statistics indicate a significant effect of the variables: medicine ball throwing, speed running, endurance running and throwing target with the tennis ball. One can see a positive effect due to the Evaluation – Intervention interaction: medicine ball throwing η²=0.12, speed running η² = 0.13, endurance running η²=0.16, throwing target with the tennis ball η²=0.21. Educational leisure time sport movement games raise the level of driving skill development and psychomotor qualities, based on a greater involvement in the correct performance of sport activities.

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The impact of memory development in middle-childhood on learning a foreign language

Author(s): Dacian Dorin Dolean / Language(s): English Issue: 11/2013

In the past years most urban schools from Romania faced an increased demand from parents for foreign language education courses taught in kindergarten and early elementary school. This article addresses children’ readiness for formal language education from a psychological perspective by reviewing the major developmental milestones that influence memory performance during middle childhood and their impact on learning a foreign language at this age. The article also emphasizes on how those psychological mechanisms impact the curricular process, and offers suggestions for language teachers about what type of activities they should consider planning for early elementary school children.

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The role of interactive didactic methods in the context of contemporary curricular paradigm

Author(s): Cristian Stan,Adriana Denisa Manea / Language(s): English Issue: 8/2010

The features of the contemporary education space involve the necessity to analyze the place and the role of interactive didactic methods. At the bottom of this reinterpretation process are to be found a series of aspects among whom can be mentioned stereotype according to which modern methods, despite the ones that are considered to be traditional, would be through their very nature and essence able to generate interactivity or the fact that didactic interactivity is mostly approached from the perspective of teacher-students relationship, being ignored its other areas: the student-class relationship, student-information relationship or the student-self relationship.

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